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School of Medicine
MBChB Honours Degree
Programme Specification
2010-11
This programme specification gives an overview of the MBChB
curriculum, and details of Module 1, 2, 3 and 4 (Year 1, 2, 3 and 4). The
full programme is approved over a five-year period by the General
Medical Council and Keele University, therefore more detail will be
added to the Programme Specification during each academic year from
2007-2008. A revised version will be available on an annual basis.
2
Contents page
Introduction....................................................................................................3 Medicine at Keele...........................................................................................3 Our mission:...................................................................................................4 The Philosophy of the Programme...............................................................4
Objectives.....................................................................................................4 Vertical themes:............................................................................................5
What students will learn................................................................................6 Intended learning outcomes .........................................................................6
How the Programme is taught ....................................................................22 Educational strategies ................................................................................23 Location......................................................................................................23 Teaching Staff ............................................................................................23
The Structure of the Programme................................................................24 Student-Selected Components...................................................................26 Assessment..................................................................................................27
Assessment methods .................................................................................28 Employability skills......................................................................................30 Transfer routes / exit points........................................................................33 Intercalated degrees....................................................................................33 The admission requirements for the programme .....................................33 Student support on the MBChB..................................................................41 Pastoral support ..........................................................................................41 Learning Resources ....................................................................................41
University Hospital of North Staffordshire...................................................43 North Staffordshire Combined Healthcare NHS Trust. ...............................44 Harplands Hospital and Community Mental Healthcare services ...............44 Haywood Hospital ......................................................................................44 The Shrewsbury and Telford Hospital NHS Trust.......................................45 Mid-Staffordshire NHS Foundation Trust ...................................................45 Community Experience ..............................................................................45 Library Resources ......................................................................................46 The Health Library......................................................................................46 Keele University Library (KUL) ...................................................................47 Electronic Resources .................................................................................47
Other learning opportunities ......................................................................48 Elective placement.......................................................................................48 Quality management and enhancement ....................................................48
Quality management ..................................................................................52 Quality review.............................................................................................52
Student representation in the management of the programme...............54 The principles of programme design.........................................................54
3
Introduction
The programme specification is the definitive document summarising the
structure and content of the medical programme. It is reviewed and updated
every year. This document aims to clarify to students what to expect from the
medical programme.
Name of programme: MBChB Honours Degree
Name of award: MBChB Honours Degree
Mode of study – full time or part time: Full time
Single Honours
Duration of programme: 4 or 5 Years
Recognised by (If appropriate): General Medical Council
(GMC)
The programme meets the requirements of the General Medical Council,
the Quality Assurance Agency [QAA] and the Framework for Higher
Education Qualifications in England, Wales and Northern Ireland [2006].
Medicine at Keele
Keele Medical School is a small medical school with 650 students across the five academic years. Although small we offer those aspiring to be doctors:
* excellent clinical opportunities in primary care and hospital
settings across Staffordshire and Shropshire;
* excellent new teaching facilities at all teaching sites;
* a large group of trained and experienced teachers;
* an enjoyable, interactive, small group based learning approach;
* opportunities for student selected components in a wide range of
biomedical, behavioural and social science topics;
* a strong student support system; and
* a beautiful rural location, conveniently, located in central England.
4
Our mission:
To graduate excellent clinicians
The Philosophy of the Programme
Doctors need to update and develop their skills, knowledge and behaviours throughout their working lives. The programme at Keele emphasises their responsibility for learning what they need to know. Learning is student–led to prepare them for their careers.
The programme aims are to support;
01: Knowledge: the acquisition of knowledge and understanding of: health;
health promotion; and the management and prevention of disease, in the
context of the individual, families, and society
02. Skills: the acquisition of and proficiency in essential skills needed in
clinical practice, for example, obtaining a patient’s history, undertaking a
comprehensive physical and mental state examination and interpreting the
findings.
03: Attitudes: the acquisition and demonstration of appropriate attitudes for
high quality medical practice, in relation to both interpersonal relationships;
personal development; and the care of individuals, their families, and others.
Objectives
The MBChB Honours Degree at Keele University is designed to ensure
graduates meet the necessary standards in terms of knowledge, skills and
attitudes that new doctors should have as they embark on further training. The
curricular outcomes for undergraduate medical education are set out in
Tomorrow’s Doctors (GMC, 2009) (see http://www.gmc-
uk.org/med_ed/tomdoc.htm), and the duties of a doctor as set out in the GMC
document Good Medical Practice (GMC, 2001). These are:
• Good clinical care - Doctors must practise good standards of clinical care, practise within the limits of their competence, and make sure that patients are not put at unnecessary risk.
• Maintaining good medical practice - Doctors must keep up to date with developments in their field and maintain their skills.
5
• Relationships with patients - Doctors must develop and maintain successful relationships with their patients.
• Working with colleagues - Doctors must work effectively with colleagues (from all health and social care professions).
• Teaching and training - If doctors have teaching responsibilities, they must develop the skills, attitudes and practices of a competent teacher.
• Probity - Doctors must be honest.
• Health - Doctors must not allow their own health or condition to put patients and others at risk.
The programme is an innovative highly integrated modern medical curriculum,
which includes Problem Based Learning and a mixture of core, systems-
based modules together with student–selected components .The
distinctiveness and design of the course allow diversity and integration:
For example, interprofessional learning within the course with other
undergraduate disciplines across the Faculty of Health, Keele University. The
structure, timetabling and philosophy of the course make this exceptional level
of integration possible.
Integration occurs at all levels, and there are five vertical themes included in
the core and selected elements in all years. The five themes are:
Vertical themes:
• Scientific basis of medicine
• Clinical, communication and information management skills
• Individual, community, and population health
• Quality and efficiency in health care
• Ethics, personal & professional development Theme weighting by module Module SB CCI ICP EPPD QE
1 55 15 15 10 5
2 45 25 15 10 5
3 30 35 15 10 10
4 20 45 15 10 10
5 15 50 10 10 15
Overall 33 34 15 10 8
Diversity is intended to mean allowing students with different personalities,
aspirations, preferences, learning styles and strengths and weaknesses to be
6
successful, to enjoy their undergraduate time, and to be able to build on these
experiences during postgraduate training. It is recognised that career options
for doctors have never been greater, and although the School’s primary aim is
to deliver competent Foundation Year trainees, the course should allow
students to experience more specialised activity by recognising and
developing natural aptitudes. This can be realised through the flexibility of the
student-selected components and final year electives. These have well-
defined intended learning outcomes related to competencies, while allowing
for maximum variety of choice in terms of activity and learning environment.
For example, students interested in research can follow a ‘pathway’ that
concentrates on research, community practice, a particular speciality, or on
breadth and general experience. Undergraduates may suspend their medical
degree for a period of 12 months to undertake either a BSc degree after
Module 2 or Module 4 or a Masters degree after Module 4.
What students will learn
Intended learning outcomes
The curricular outcomes of Tomorrow’s Doctors (GMC, 2009) form the learning
outcomes of the programme thus ensuring that graduates meet the requirements
of the New Doctor (GMC, 2004) in attaining the goals of undergraduate medical
education and Good Medical Practice (GMC, 2001) Additionally, the Intended
Learning Outcomes take account of the Quality Assurance Agency (QAA, 2002)
Subject Benchmark Statements Academic Standards - Medicine:
http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/medicine.asp
Tomorrow’s
doctors
2009
Knowledge and understanding,
skills and other attributes
At the end of the program
students should:
Occurs in
Module:
Assessed at
graduate level
by Module:
8 Apply to medical practice biomedical scientific principles, method and
knowledge relating to: anatomy, biochemistry, cell biology, genetics,
immunology, microbiology, molecular biology, nutrition, pathology,
pharmacology and physiology.
8A Explain normal human structure
and functions.
1-4 2
8B Explain the scientific bases for
common disease presentations.
1-4 4
8C Justify the selection of appropriate
investigations for common clinical
3-5 5
7
cases.
8D Explain the fundamental principles
underlying such investigative
techniques.
1-5 4
8E Select appropriate forms of
management for common
diseases, and ways of preventing
common diseases, and explain
their modes of action and their
risks from first principles.
3-5 5
8F Demonstrate knowledge of drug
actions: therapeutics and
pharmacokinetics; drug side
effects and interactions, including
for multiple treatments, long-term
conditions and non-prescribed
medication; and also including
effects on the population, such as
the spread of antibiotic resistance.
1-5 5
8G Make accurate observations of
clinical phenomena and
appropriate critical analysis of
clinical data.
1-5 5
9 Apply psychological principles, method and knowledge to medical
practice.
9A Explain normal human behaviour
at an individual level.
1-3 2
9B Discuss psychological concepts of
health, illness and disease.
1-3 2
9C Apply theoretical frameworks of
psychology to explain the varied
responses of individuals, groups
and societies to disease.
1-3 3
9D Explain psychological factors that
contribute to illness, the course of
the disease and the success of
treatment.
1-5 5
9E Discuss psychological aspects of
behavioural change and treatment
compliance.
1-5 4
9F Discuss adaptation to major life
changes, such as bereavement.
1-4 4
8
Compare and contrast the
abnormal adjustments that might
occur in these situations.
9G Identify appropriate strategies for
managing patients with
dependence issues and other
demonstrations of self-harm.
1-5 5
10 Apply social science principles, method and knowledge to medical
practice.
10 A. Explain normal human behaviour
at a societal level.
1-2 2
10 B. Discuss sociological concepts of
health, illness and disease.
1-3 3
10 C. Apply theoretical frameworks of
sociology to explain the varied
responses of individuals, groups
and societies to disease.
1-2 2
10 D. Explain sociological factors that
contribute to illness, the course of
the disease and the success of
treatment including issues
relating to health inequalities, the
links between occupation and
health and the effects of poverty
and affluence.
1-3 3
10 E. Discuss sociological aspects of
behavioural change and treatment
compliance
1-2 3
11
Apply to medical practice the principles, method and knowledge of
population health and the improvement of health and health care.
11 A. Discuss basic principles of health
improvement, including the wider
determinants of health, health
inequalities, health risks and
disease surveillance.
1-3 3
11 B. Assess how health behaviours
and outcomes are affected by the
diversity of the patient population.
1-2 2
11 C Describe measurement methods
relevant to the improvement of
1,3 3
9
clinical effectiveness and care.
11 D Discuss the principles underlying
the development of health and
health service policy, including
issues relating to health
economics and equity, and clinical
guidelines.
1,3 3
11E
Explain and apply the basic
principles of communicable
disease control in hospital and
community settings.
1-5 5
11 F. Evaluate and apply
epidemiological data in managing
healthcare for the individual and
the community.
1,3 3
11 G. Recognise the role of
environmental and occupational
hazards in ill-health and discuss
ways to mitigate their effects.
3 3
11 H. Discuss the role of nutrition in
health.
1-4 4
11 I Discuss the principles and
application of primary, secondary
and tertiary prevention of disease
1-5 3
11 J. Discuss from a global perspective
the determinants of health and
disease and variations in health
care delivery and medical
practice.
1,3 3
12 Apply scientific method and approaches to medical research.
12 A. Critically appraise the results of
relevant diagnostic, prognostic
and treatment trials and other
qualitative and quantitative studies
as reported in the medical and
scientific literature.
1-3 3
12 B. Formulate simple relevant
research questions in biomedical
science, psychosocial science or
population science, and design
appropriate studies or
experiments to address the
3 3
10
questions.
12 C. Apply findings from the literature
to answer questions raised by
specific clinical problems.
1- 5 3
12 D. Understand the ethical and
governance issues involved in
medical research.
3 3
Outcomes 2 - The doctor as a practitioner (TD 2003 11 - 27)
13 Carry out a consultation with a patient.
13A Take and record a patient's
medical history, including family
and social history, talking to
relatives or other carers where
appropriate.
1-5 5
13 B. Elicit patients’ questions, their
understanding of their condition
and treatment options, and their
views, concerns, values and
preferences
1-5 5
13 C Perform a full physical
examination.
1-5 5
13 D. Perform a mental-state
examination.
3-5 5
13 E. Assess a patient’s capacity to
make a particular decision in
accordance with legal
requirements and the GMC’s
guidance (in Consent: Patients
and doctors making decisions
together).
2-5 5
13 F. Determine the extent to which
patients want to be involved in
decision-making about their care
and treatment.
3-5 5
13 G. Provide explanation, advice,
reassurance and support.
2-5 5
14 Diagnose and manage clinical presentations.
14 A. Interpret findings from the history,
physical examination and mental-
state examination, appreciating
2-5 5
11
the importance of clinical,
psychological, spiritual, religious,
social and cultural factors.
14 A. Make an initial assessment of a
patient's problems and a
differential diagnosis. Understand
the processes by which doctors
make and test a differential
diagnosis.
3-5 5
14 C Formulate a plan of investigation
in partnership with the patient,
obtaining informed consent as an
essential part of this process.
3-5 5
14 D. Interpret the results of
investigations, including growth
charts, x-rays and the results of
the diagnostic procedures in
Appendix 1.
3-5 5
14 E. Synthesise a full assessment of
the patient's problems and define
the likely diagnosis or diagnoses.
3-5 5
14 F. Make clinical judgements and
decisions, based on the available
evidence, in conjunction with
colleagues and as appropriate for
the graduate’s level of training and
experience. This may include
situations of uncertainty.
3-5 5
14 G. Formulate a plan for treatment,
management and discharge,
according to established principles
and best evidence, in partnership
with the patient, their carers, and
other health professionals as
appropriate. Respond to patients’
concerns and preferences, obtain
informed consent, and respect the
rights of patients to reach
decisions with their doctor about
their treatment and care and to
refuse or limit treatment.
4,5 5
14 H. Support patients in caring for
themselves.
4-5 5
12
14 I Identify the signs that suggest
children or other vulnerable
people may be suffering from
abuse or neglect and know what
action to take to safeguard their
welfare.
3-4 4
14 J. Contribute to the care of patients
and their families at the end of life,
including management of
symptoms, practical issues of law
and certification, and effective
communication and team working.
1-5 5
15 Communicate effectively with patients and colleagues in a medical
context.
15 A. Communicate clearly, sensitively
and effectively with patients, their
relatives or other carers, and
colleagues from the medical and
other professions, by listening,
sharing and responding.
1-5 5
15 B. Communicate clearly, sensitively
and effectively with individuals and
groups regardless of their age,
social, cultural or ethnic
backgrounds or their disabilities,
including when English is not the
patient’s first language.
1-5 5
15 C Communicate by spoken, written
and electronic methods (including
medical records), and be aware of
other methods of communication
used by patients. Appreciate the
significance of non-verbal
communication in the medical
consultation.
1-5 5
15 D. Communicate appropriately in
difficult circumstances, such as
breaking bad news, and when
discussing sensitive issues, such
as alcohol consumption, smoking
or obesity.
1-5 5
15 E. Communicate appropriately with
difficult or violent patients.
1,3,4 5
13
15 F.
Communicate appropriately with
people with mental illness.
3-5 5
15 H. Communicate effectively in
various roles, for example as
patient advocate, teacher,
manager or improvement leader.
4-5 5
16 Provide immediate care in medical emergencies.
16 A. Assess and recognise the severity
of a clinical presentation and a
need for immediate emergency
care.
1-5 5
16 B. Diagnose and manage acute
medical emergencies.
1-5 5
16 C Provide basic first aid. 2 2
16 D. Provide immediate life support. 1-5 5
16 E Provide cardio-pulmonary
resuscitation or direct other team
members to carry out
resuscitation.
1-5 5
17 Prescribe drugs safely, effectively and economically.
17 A. Establish an accurate drug history,
covering both prescribed and
other medication.
2-5 5
17 B Plan appropriate drug therapy for
common indications, including
pain and distress.
3-5 5
17 C Provide a safe and legal
prescription.
4-5 5
17 D.
Calculate appropriate drug doses
and record the outcome
accurately.
4-5 5
17 E. Provide patients with appropriate
information about their medicines.
3-5 5
17 F Access reliable information about
medicines.
3-5 5
17 G. Detect and report adverse drug
reactions.
3-5 5
14
17 H Demonstrate awareness that
many patients use complementary
and alternative therapies, and
awareness of the existence and
range of these therapies, why
patients use them, and how this
might affect other types of
treatment that patients are
receiving.
2 2
18 Carry out practical procedures safely and effectively.
18 A. (a) Be able to perform a range of
diagnostic procedures, as listed in
Appendix 1 and measure and
record the findings.
See below 5
18 B (b) Be able to perform a range of
therapeutic procedures, as listed in
Appendix 1.
See below 5
18 C (c) Be able to demonstrate correct
practice in general aspects of
practical procedures, as listed in
Appendix 1
See below 5
19 Use information effectively in a medical context.
19 A. Keep accurate, legible and
complete clinical records.
3-5 5
19 B Make effective use of computers
and other information systems,
including storing and retrieving
information.
1-5 5
19 C Keep to the requirements of
confidentiality and data protection
legislation and codes of practice in
all dealings with information.
1-5 5
19 D Access information sources and
use the information in relation to
patient care, health promotion,
advice and information to patients,
and research and education.
1,3-5 5
19 E. Apply the principles, method and
knowledge of health informatics to
medical practice.
1-5 5
Outcomes 3 - The doctor as a professional
15
20 Behave according to ethical and
legal principles.
20 A. Know about and keep to the
GMC’s ethical guidance and
standards including Good Medical
Practice, the ‘Duties of a doctor
registered with the GMC’ and
supplementary ethical guidance
which describe what is expected
of all doctors registered with the
GMC.
1-5 All years
20 B Demonstrate awareness of the
clinical responsibilities and role of
the doctor, making the care of the
patient the first concern.
Recognise the principles of
patient-centred care, including
self-care, and deal with patients’
healthcare needs in consultation
with them and, where appropriate,
their relatives or carers.
1-5 All years
20 C Be polite, considerate, trustworthy
and honest, act with integrity,
maintain confidentiality, respect
patients’ dignity and privacy, and
understand the importance of
appropriate consent.
1-5 All years
20 D Respect all patients, colleagues
and others regardless of their age,
colour, culture, disability, ethnic or
national origin, gender, lifestyle,
marital or parental status, race,
religion or beliefs, sex, sexual
orientation, or social or economic
status. Respect patients’ right to
hold religious or other beliefs, and
take these into account when
relevant to treatment options.
1-5 All years
20 E Recognise the rights and the
equal value of all people and how
opportunities for some people may
be restricted by others’
perceptions.
1-5 All years
20 F. Understand and accept the legal, 1-5 Attributes are
16
moral and ethical responsibilities
involved in protecting and
promoting the health of individual
patients, their dependants and the
public including vulnerable groups
such as children, older people,
people with learning disabilities
and people with mental illnesses.
monitored
throughout the
programme
20 G. Demonstrate knowledge of laws,
and systems of professional
regulation through the GMC and
others, relevant to medical
practice, including the ability to
complete relevant certificates and
legal documents and liaise with
the coroner or procurator fiscal
where appropriate.
1-5 5
21 Reflect, learn and teach others.
21A Acquire, assess, apply and
integrate new knowledge, learn to
adapt to changing circumstances
and ensure that patients receive
the highest level of professional
care.
1-5 Attributes are
monitored
throughout the
programme
20 B Establish the foundations for
lifelong learning and continuing
professional development,
including a professional
development portfolio containing
reflections, achievements and
learning needs.
1-5 Attributes are
monitored
throughout the
programme
21C Continually and systematically
reflect on practice and, whenever
necessary, translate that reflection
into action, using improvement
techniques and audit appropriately
for example, by critically
appraising the prescribing of
others.
1-5 Attributes are
monitored
throughout the
programme
21 D Manage time and prioritise tasks,
and work autonomously when
necessary and appropriate.
1-5 Attributes are
monitored
throughout the
programme
21 E Recognise own personal and
professional limits and seek help
1-5 Attributes are
monitored
17
from colleagues and supervisors
when necessary.
throughout the
programme
21 F. Function effectively as a mentor
and teacher including contributing
to the appraisal, assessment and
review of colleagues, giving
effective feedback, and taking
advantage of opportunities to
develop these skills. 1-5
1-5 Attributes are
monitored
throughout the
programme
22 Learn and work effectively within a multi-professional team.
22A Understand and respect the roles
and expertise of health and social
care professionals in the context of
working and learning as a multi-
professional team.
5
22 B Understand the contribution that
effective interdisciplinary team
working makes to the delivery of
safe and high-quality care.
5
22 C Work with colleagues in ways that
best serve the interests of
patients, passing on information
and handing over care,
demonstrating flexibility,
adaptability and a problem-solving
approach.
3-5 5
22 D Demonstrate ability to build team
capacity and positive working
relationships and undertake
various team roles including
leadership and the ability to
accept leadership by others. 5
5 5
23 Protect patients and improve care.
23A Place patients’ needs and safety
at the centre of the care process.
1-5 Integral to all
aspects of the
course
23 B Deal effectively with uncertainty
and change.
3-5 5
23 C Understand the framework in
which medicine is practised in the
UK, including: the organisation,
management and regulation of
healthcare provision; the
1-3 3
18
structures, functions and priorities
of the NHS; and the roles of, and
relationships between, the
agencies and services involved in
protecting and promoting
individual and population health.
23 D Promote, monitor and maintain
health and safety in the clinical
setting, understanding how errors
can happen in practice, applying
the principles of quality assurance,
clinical governance and risk
management to medical practice,
and understanding responsibilities
within the current systems for
raising concerns about safety and
quality.
3-5 5
23 E Understand and have experience
of the principles and methods of
improvement, including audit,
adverse incident reporting and
quality improvement, and how to
use the results of audit to improve
practice.
1,3,5 5
23F Respond constructively to the
outcomes of appraisals,
performance reviews and
assessments.
1-5 monitored
throughout the
programme
23 G Demonstrate awareness of the
role of doctors as managers,
including seeking ways to
continually improve the use and
prioritisation of resources.
1,3 3
23H Understand the importance of,
and the need to keep to,
measures to prevent the spread of
infection, and apply the principles
of infection prevention and control.
1-2, monitored
throughout the
programme
23 I Recognise own personal health
needs, consult and follow the
advice of a suitably qualified
professional, and protect patients
from any risk posed by own
health.
1-5 monitored
throughout the
programme
19
23J Recognise the duty to take action
if a colleague’s health,
performance or conduct is putting
patients at risk.
1-5 5
Appendix 1 procedures
Diagnostic procedures
1 Measuring body temperature 2 2
2 Measuring pulse rate and blood
pressure
2 2
3 Transcutaneous monitoring of
oxygen saturation
2 2
4 Venepuncture 3 3
5 Managing blood samples correctly 2 3
6 Taking blood cultures 5 5
7 Measuring blood glucose 2 2
8 Performing and interpreting a 12-
lead Electrocardiograph (ECG)
3 3
9 Managing an Electrocardiograph
(ECG) monitor
5 5
10 Basic respiratory function tests
2 2
11 Urinalysis using Multistix 3 3
12 Advising patient on how to collect
a mid-stream urine specimen
3 3
13 Taking nose, throat and skin
swabs
3 3
14 Nutritional assessment 3 3
15 Pregnancy testing 4 4
Therapeutic procedures
1 Administering oxygen 3-4 4
2 Establishing peripheral
intravenous access and setting up
an infusion; use of infusion
devices
5
20
3 Making up drugs for parenteral
administration
5 5
4 Dosage and administration of
insulin and use of sliding scales
5 5
5 Subcutaneous and intramuscular
injections
3 3
6 Blood transfusion 5 5
7 Male and female urinary
catheterisation
3 3
8 Instructing patients in the use of
devices for inhaled medication
2 2
9 Use of local anaesthetics 2,5 5
10 Skin suturing 5 5
11 Wound care and basic wound
dressing
5 5
12 Correct techniques for ‘Moving
and handling’, including patients
3 3
General aspects of practical
procedures
1 Giving information about the
procedure, obtaining and
recording consent, and ensuring
appropriate aftercare
1 - 5 1 - 5
2 Hand washing (including surgical
‘scrubbing up’)
1 - 5 1 - 5
3 Use of personal protective
equipment (gloves, gowns, masks
and so on) in relation to
procedures
1 - 5 1 - 5
4 Infection control in relation to
procedures
1 - 5 1 - 5
5 Safe disposal of clinical waste,
needles and other ‘sharps’
1 - 5 1 - 5
21
Students on the MBChB programme at Keele University will achieve the graduate
level learning outcomes through a range of learning, teaching and assessment
opportunities.
Learning outcomes
Learning & Teaching
Processes (to allow students
to achieve intended learning
outcomes)
Assessment of intended learning outcomes is by theme. The
percentage of each assessment allotted to each theme is
informed by the amount of learning time allocated to each
theme.
Phase 1 (Module 1):
Assessment of academic content:
Knowledge-based assessments
Skills-based assessments
Student-Selected Component: Essay style written assignment
Assessment of professional competence:
Attitude-based assessments: Learning Portfolio and appraisal
meeting
Phase 2 (Modules 2-3)
Assessment of academic content:
Knowledge-based assessments
Skills-based assessments
Student-Selected Components: Essay style written
assignments;
Formal written reports; Scientific meeting style presentations.
Assessment of professional competence:
Attitude-based assessments: Learning Portfolio, including the
Clinical Log Book and appraisal meeting (Module 3 only)
Learning outcomes will be
achieved through a blend of:
Problem-based learning
Laboratory sessions (e.g.,
anatomy, biochemistry,
histopathology, microbiology,
pharmacology, physiology,
clinical skills, information
technology)
Communication skills sessions
Experiential learning on clinical
placements and other
environments
Student-Selected Components
(SSCs)
Clinical Reasoning and
problem solving components
‘Question time sessions’ /
lectures / seminars
Tutorials
Distributed learning
Private Study – directed and
self-directed
Phase 3 (Module 4)
Assessment of academic content:
Written reports; essay style written assignments
Student-Selected Components: Essay style written assignments
Competency-based assessments
22
Assessment of professional competence:
Attitude-based assessments: Learning Portfolio, including the
Clinical Log Book and appraisal meeting
Phase 4 (Module 5)
Assessment of academic content:
Competency-based assessments
Assessment of professional competence:
Attitude-based assessments: Learning Portfolio, including the
Clinical Log Book and appraisal meeting
How the Programme is taught
Learning medicine relies on methods that are clinically realistic. This
programme achieves this by offering students many and various learning
styles and opportunities: PBL, lectures, Practicals, experiential learning.
Assessment is constructed both to facilitate learning (formative) and to allow
summative judgements about knowledge, understanding and skill
development. Teaching, learning and assessment are inter-related
throughout.
Our programme is designed to assist undergraduates to achieve the
requirements of the course and to maximise their career progression and
leadership potential through opportunities to study a range of complementary
subjects drawn from the University, including the humanities. We aim to make
learning enjoyable through small class sizes, small group learning, early
clinical experience and supporting individual students to develop into highly
competent and self-aware professionals.
1. The curriculum has four phases jointly delivered at the University and in primary and secondary care settings.
I. Challenges to health- Comprehensive overview year (Module 1) of all
aspects of medicine with early clinical exposure, with emphasis on normal structure and function
II. Integrated Clinical Pathology: A second run through several aspects of medicine with emphasis on abnormal structure and function. (Module 2 & 3) Module 3 is mainly hospital based.
III. Advanced Clinical Experience - Immersion in hospital based clinical practices rotating through key general specialties.(Module 4)
IV. Preparation for Professional Practice- ‘Finishing School’ preparation for practice. Intended Learning Outcomes pitched at readiness for Foundation Year (F1) training. (Module 5)
23
Educational strategies
The programme is based on a ‘hybrid’ approach that uses many methods.
Key Features:
• Vertical themes in each Module/year
• Problem Based Learning (PBL) is used in Modules 1-2
• Cased Based Learning (CBL) is used in Module 3
• Case Illustrated Learning (CIL) will be used in Module 4
• Up to 20 scheduled contact hours per week
• Up to 20 hours directed study per week
• Approximately 20% of the programme will be in community settings throughout the course
• Maximum of 5-6 lectures each week
• Each week Module 1-2 ends with an ‘integrating’ event, ‘Wrap up’, for the week e.g., debate, panel presentation, clinical case presentation, Clinico-Pathological Cases .
• Emphasis on practical sessions
• Clinical/communication/information skills starts early in Module 1
• Clinical teams of up to 6 students in Modules 4-5.
Location
• Modules 1 - 3: predominantly Keele campus and North Staffordshire health economy clinical settings
• Modules 4 & 5: Allocations to dispersed bases in North Staffordshire (50-60%) Shropshire & Mid-Wales (30-40%); and Mid/south Staffordshire (10-15%)
• Module 5: Community placement in rural community nodes.
Teaching Staff
All members of the faculty have the capability and continued commitment to
be effective teachers. They have knowledge of: the discipline; an
understanding of pedagogy; methods of measuring student performance
consistent with the learning objectives; and readiness to be subjected to
internal and external evaluations.
The academic staff have the required academic qualification for the discipline
they are teaching in, and to also have expertise in one or more subdivisions or
specialties within that discipline, as well as research capabilities .They
contribute to the advancement of knowledge and to the intellectual growth of
their students through the scholarly activity of research and continuing
education. Persons appointed to the faculty demonstrate achievement within
their disciplines commensurate with their faculty rank.
Keele Medical School has a 2:1 ratio between medical and non-medical
academic staff as well as the ratio of 2:5 between full-time and part-time staff.
24
The Structure of the Programme
25
Integrated curricular themes (present in all phases
Phase Philosophy Modules and units
Phase 1: Year 1 : Module 1: Level 1: Challenges to health
Credit value: 120 credits
Unit 1 Emergencies
Unit 2 Infection & immunity
Unit 3 Cancer
Unit 4 Ageing
Unit 5 Lifestyle
Unit 6 Complex family
1
An overview year of all aspects of medicine with early clinical exposure.
Emphasis on normal structure and function
‘supported’ PBL groups
Ratio 90% non clinical:10% clinical
SSC Student-Selected Component
Phase 2: Year 2 : Module 2 Level 2: Integrated Clinical pathology 1
Credit values: 120 credits per year
Unit 1 Inputs and Outputs
Unit 2 Movement
Unit 3 Life Support and Defence
Unit 4 Sensation
SSC Student-Selected Component
2a
A second cycle through several aspects of medicine.
Emphasis on abnormal structure and function
PBL groups and weekly cases
Ratio 80% non clinical:20% clinical
Appropriately qualified graduates who enter at this phase carry 120 credits in respect of phase 1.
Optional Intercalated Bachelors Degree after Module 2* (see below)
Phase 2 Year 3 : Module 3; Level 3
Integrated Clinical pathology 2
Credit values: 120 credits per year.
Unit 1 Surgical patient
Unit 2 Medical patient 1
Unit 3 Young patient
Unit 4 Elderly patient
Unit 5 Medical patient 2
Unit 6 Mental Health
2b
A second cycle through several aspects of medicine.
Emphasis on abnormal structure and function
Clinical-Case Based Learning (CBL) groups and weekly cases in clinical rotation blocks
Non clinical = 1 day a week Keele Spine , 1.5 days non clinical learning opportunities provided on clinical site
Ratio 50% non clinical:50% clinical
SSC Student-Selected Component
Phase 3 : Year 4: Module 4: Level 3: Advanced Clinical Experience
Credit value: 120 credits.
Unit 1 Surgery
Unit 2 Child Health / Mental Health
Unit 3 Women’s Health
Unit 4 Integrated Medical Practice 1
Unit 5 Integrated Medical Practice 2
3
Mainly hospital-based
Small group clinical learning
Readiness for workplace Module 5 model
Ratio 20% non clinical:80% clinical
SSC Student-Selected Component
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Optional Intercalated Masters Degree * (see below)
26
Phase 4 : Year 5: Module 5: Level 3: Preparation for Professional Practice
Unit 1 Medicine in the community (primary care, home care and community hospitals) (Adult, child, mental, women’s and men’s health) 15 weeks
Unit 2 Acute and Critical Care (emergency medicine,
Intensive care unit & anaesthesia) 5 weeks
Unit 3 Medicine student assistantship 5 weeks
Unit 4 Surgical student assistantship 5 weeks
Unit 5 Distant elective/corrective 8 weeks
4
Workplace-immersed F1
preparation
Focus on application of
knowledge & to refine skills
Ratio 10% non clinical: 90%
clinical
Intended learning outcome by the end if Module 5 - Preparation for Professional Practice
2 weeks shadowing -Preparation for Professional Practice
Intercalated degrees
Undergraduates may suspend their medical degree for a period of 12 months
to undertake either a BSc degree after Module 2 or Module 4 or a Masters
degree after Module 4.
Students who wish to intercalate will have passed all their assessments in the
preceding two years and be ranked in the top half of their class overall.
http://www.keele.ac.uk/health/schoolofmedicine/undergraduatemedicalcourse/co
urseinformation/intercalateddegrees/
Student-Selected Components
In addition to the core modular content, there is the opportunity to consolidate that information and gain non-core experience and knowledge in Student-Selected Components (SSCs) in Modules 1, 2, 3 and 4 and the Module 5 elective.
The SSC programme has a defined progression:
Module 1: Literature review
Module 2: Engagement with local community
Module 3: Career path exploration: in the humanities, research or clinical
areas.
Module 4: Career exploration in clinical areas
27
Assessment
AIMS:
The School of Medicine has a comprehensive assessment programme that:
a. Assists students to achieve the learning outcomes of the medical programme;
b. Facilitates the development in students of the learning skills necessary to maintain currency in later professional practice;
c. Provides evidence of the extent to which students have achieved the learning outcomes of the course;
d. Employs assessment methodologies that reflect current, evidence-based, best practice.
PRINCIPLES:
1. The assessment policy is an open document that is available to all students and staff;
2. Assessment is matched to the curriculum in both content and process and therefore assesses knowledge, skills and attitudes and behaviours in an integrated manner across themes and modules, guided by the learning outcomes of the programme
3. The entire assessment programme is designed to provide feedback to students on their learning progress (formative assessment) and approximately 25% of assessment is intended primarily for decision-making (summative assessment);
4. Satisfactory participation (defined below) in formative assessment, although not a specified level of achievement, is a pre-requisite for eligibility to sit the summative assessment node at the end of each year;
5. All assessment items are quality assured through appropriate development and analysis processes;
6. All assessment (both content and method) is approved prior to implementation by the relevant school governance structures; and
7. Students experience all modes of assessment formatively before they are used summatively.
FORMATIVE ASSESSMENT
The role of formative assessment is to guide further development through the
provision of comprehensive feedback to students on their learning progress.
Principles
• Formative assessment forms the majority of the total assessment load within the medical programme;
28
• A wide range of assessment methods and formats are employed, including all of those used in summative assessment, matched to learning outcomes and processes;
• A proportion of formative assessment items are sampled for inclusion in summative assessments;
• Where possible feedback is automated through model answers and student-led discussions through the KLE;
• The student workload of all formative assessment activities should add on average 1 hour per week;
• Students are offered comprehensive feedback on their performance in all major assessments;
• Students must maintain a learning portfolio record of formative assessments for regular personal reflection and discussion with tutors; and
• Participation in formative assessment is one way students can demonstrate satisfactory participation in learning.
Assessment approaches Formative assessment is provided during each Module in five ways:
1. Opportunities for entirely formative In-Module assessments are provided during all Modules to ensure that students can be familiar with assessment formats used in summative assessment.
2. In Module 1 & 2 regular intra-net tests that includes 10-15 questions per Unit,
including True/False (T/F), Multiple Choice Questions (MCQ) and Extended Matching Questions (EMQ) formats. These are computer-marked and aim to provide feedback on incorrect answers. This is designed to provide feedback on subject content coverage including strengths and weaknesses across themes.
3. In Modules 3-5 a variety of formats and methods, as appropriate to the topic or
subject, are available. 4. Throughout the course mandatory submission of reports of professional/clinical
behaviour. During each Module reports are required from a defined range of student contacts (eg self, peers, tutors, clinicians, patients, administrative and technical staff) who can comment on aspects of the students’ performance.
5. In Modules 3-5 there are compulsory formative work-place based assessments to
support students’ learning and acquisition of skills.
Assessment methods
The medical school has a range of assessment modes appropriate to assess
each of the ILOs, categorized across three domains ; attitude and behaviour,
skills, knowledge
In every module all domains will be summatively assessed using appropriate
assessment methods.
29
Skills Attitude and
Behaviour Information Management Skills
Clinical & Practical Skills
Knowledge
Learning portfolio
MSF (multi source feedback)
Reflective summaries
Appraisal
End of firm reports
Written communication skills
Practical assessments of skills
Knowledge assessment
The modes of assessment include:
In-module written work
Written work/assignments test the quality and application of the subject
knowledge. In addition they allow students to demonstrate their ability in
communicating effectively for a range of audiences and purposes.
Written information management skills assessments.
Students are required to demonstrate competence in a range of skills in timed
conditions e.g. publication based paper, data interpretation paper,
medicolegal paper, critical appraisal paper
Written knowledge examination.
Knowledge is examined in a range of formats that test students knowledge
and their ability to apply this knowledge to professional practice. Examinations
may consist of multiple choice questions, extended multiple choice question
and key feature problems.
Reflective assignments.
Reflective assignments enable students to develop the skills of reflective
learning and practice; these are fundamental skills used by the medical
profession as part of their continuing professional development.
Practical examinations.
30
These examinations enable students to demonstrate a safe and effective
application of practical clinical and laboratory skills.
Employability skills
In addition to the formative and summatively assessed specific learning
outcomes of the MBChB, the students will be expected to achieve
competence in the employability skills listed below.
Keele University MBChB (Curriculum 2007) Mapped to Keele University’s Framework for
Employability Skills (or Key Skills or Transferable skills)
Introduce in
Module
Competent by
Module
1. Information technology skills
Use online search tools 1 5
Access information from closed (virtual learning
environment) and open web sources including library
catalogues; save web addresses and retrieved files
1 5
Store files securely, print, copy and upload them 1 5
Use a virtual learning environment and email for
communication with teachers and other students
1 5
Produce electronic documents and slides in appropriate
formats Input data, perform basic calculations and create
appropriate charts using statistical or spreadsheet
software
1 5
2. Numeracy skills
Manipulate and present figures in support of an idea or
argument (including calculation of proportions such as
percentages, ratios and fractions; quantification of
increase or decrease; understanding and manipulation of
units of measurement)
1 5
Use appropriate charts and graphs to display numerical
data effectively
1 5
Draw appropriate conclusions from numerical data 1 5
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presented in tables, charts or other common formats
Calculate and use simple descriptive statistics and
understand their significance
2 5
3. Written communication skills
Produce a variety of written material in different formats
and lengths and for different purposes (these might
include some or all of the following: essay, précis,
laboratory report, case summary, poster, abstract, student
journal article, dissertation)
1 5
Demonstrate their ability to use language that is
appropriate to a variety of audiences, including subject
specific and general audiences (including clarity of
composition, the appropriateness of the language, and the
correct use of grammar and spelling)
1 5
Communicate ideas and arguments effectively in written
format
1 5
Critically review their own written work to ensure that the
structure and length of their work is appropriate, their
ideas are clearly expressed and that they have used
correct spelling and grammar
1 5
Cite sources appropriately 1 5
4. Oral and visual communications skills
Participate in group discussion 1 5
Make presentations that communicate information, ideas
and arguments effectively to a variety of audiences (e.g.
large and small groups; formal and informal)
1 5
Demonstrate their ability to chose a format and language
appropriate to a variety of audiences, including subject
specific and general audiences
1 5
Design and use appropriate visual presentation aids such
as projected slides, handouts, posters, web pages or
models to enhance the quality of their presentation
1 5
5. Team working skills
Work with other team members to identify, distribute and
undertake tasks necessary to complete a project
1 5
Identify and work with the strengths and weaknesses of
individual team members
1 5
Communicate effectively with other team members to
ensure effective operation of the team
1 5
Deal sensitively with dissent and disagreement 1 5
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Evaluate the contribution of themselves and other team
members to the completion of a project
1 5
6. Problem solving skills
Analyse a problem in order to identify its essential
elements
1 5
Apply their prior knowledge of a subject to a problem 1 5
Generate and evaluate a range of strategies to address a
problem
1 5
Design a solution to a problem 1 5
Determine what new information and resources are
required in order to solve a problem and demonstrate their
ability to research for/find these
1 5
Implement a planned solution that addresses a problem 1 5
Evaluate an already implemented solution and reflect
upon what has been accomplished
1 5
7. Information handling skills
The ability to recognise a need for relevant information 1 5
The ability to distinguish ways in which the information
‘gap’ may be addressed
1 5
The ability to construct strategies for locating information 1 5
The ability to locate and access information 1 5
The ability to compare and evaluate information obtained
from different sources
1 5
The ability to organise, apply and communicate
information to others in ways appropriate to the situation
1 5
The ability to synthesise and build upon existing
information
1 5
8. Research skills
Identify and develop a research question or hypothesis 3 5
Construct a range of strategies and methods for
answering research questions or testing hypotheses
appropriate to their academic discipline
3 5
Locate, review and evaluate information and data on a
research topic
3 5
Attribute different kinds of information to their correct
source
1,3 5
Use ethical guidelines for research 3 5
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9. Learning to learn
Identify how they learn best, and the strengths and
weaknesses of their individual approach to learning
1 5
Plan their learning activities and how to improve the
effectiveness of their learning, including revision for
examinations and preparation of coursework
1 5
Organize themselves and their time 1 5
Accept feedback in a positive manner and act
appropriately upon it
1 5
Reflect on their experience, assess, evaluate and analyse
that experience in order to plan to improve their learning
1 5
Transfer routes / exit points
The end award is MBChB (Honours), however, the following Intermediate
awards may be available at appropriate exit points: Certificate of Higher
Education in Applied Medical Sciences; Diploma of Higher Education in
Applied Medical Sciences; and BSc Honours Degree in Applied Medical
Sciences. These intermediate awards imply no eligibility for professional
recognition or registration, or fitness to practise.
Intercalated degrees
Undergraduates may suspend their medical degree for a period of 12 months to undertake either a BSc degree after Module 2 or Module 4 or a Masters degree after Module 4.
Students who wish to intercalate will have passed all their assessments in the preceding two years and be ranked in the top half of their class overall.
http://www.keele.ac.uk/health/schoolofmedicine/undergraduatemedicalcourse/co
urseinformation/intercalateddegrees/
The admission requirements for the programme
Entry Requirements:
AS & A Levels
AS & A Levels
Three A Level subjects are required. Of these, Chemistry or Biology is essential plus one
subject from Chemistry, Biology, Physics or Mathematics, plus one further rigorous
academic subject if only 2 sciences are offered. If Chemistry is not taken at A Level, it must
34
be offered at AS Level, grade B minimum. General Studies, Key Skills and Critical Thinking
are not accepted as one of the three A2 level subjects. If only two sciences are offered, the
science subjects not offered at AS/A Level are required at GCSE Level, at grade B or above.
Grades of AAB will be required at A Level. It is not necessary for a grade A pass to be
achieved in Chemistry or Biology. Although the majority of students will be offering four AS
Level subjects, those able to offer only three will not be disadvantaged.
If you are not sure as to the acceptability of your subjects, please check with the Admissions
Manager for any further information on 'rigorous' subjects.
GCSEs Required
Chemistry, Physics, Biology (Dual Award Science is acceptable instead of these subjects, if
achieved at BB minimum), English Language and Mathematics (grade B minimum) are
essential. A broad spread of subjects is expected at GCSE with a minimum of 4 grade A
passes.
Intermediate (level 2) GNVQ
GNVQ Intermediate Science may be acceptable in lieu of the science GCSEs listed above if
the optional units include adequate coverage of subjects not taken at AS or A level. Please
contact the Admissions Manager with details of the units taken and grades achieved before
applying. A minimum of merit must be achieved in all six units. An overall distinction will be
counted as equivalent to two A grades at GCSE, so at least two GCSEs must also be
passed at grade A. An overall merit will be counted as equivalent to two B grades at GCSE.
GNVQ Intermediate ICT is acceptable in lieu of two GCSEs but this does not substitute for
Mathematics or any science subjects. A minimum of merit must be achieved overall.
Achieved A Level Grades
Students applying with known A Level grades (AAB) will be considered even though their
GCSE grades do not reach the previously mentioned standard. However, all applicants must
have a minimum of grade B in English Language, Mathematics and the Sciences.
Welsh Baccalaureate
Students should pass the Welsh Baccalaureate Advanced Diploma including two science A2
Levels at AB grades. Chemistry or Biology is essential plus one subject from Chemistry,
Biology, Physics or Mathematics. If Chemistry is not taken at A Level, it must be offered at
AS Level, grade B minimum.
Irish Leaving Certificate
Students should offer AAAAAB at higher level, to include Biology, Chemistry and Physics
with Chemistry and one other science at grade A.
Advanced Highers (Scottish)
35
Three Advanced Highers at grades AAB are required for entry to the five-year programme.
Of these, Chemistry or Biology is essential, plus one subject from Biology, Chemistry,
Physics or Mathematics, plus one further rigorous academic subject if only two sciences are
offered. Chemistry must be offered at Higher Grade B as a minimum. Alternatively, students
may offer two Advanced Highers plus one new Higher at grades AAA, subjects to include
Chemistry at Advanced Higher plus one other science at Advanced Higher and a further
rigorous subject. We require a minimum of 4 subjects at standard grade/Intermediate Level 2
with a good range of subjects including English Language and Mathematics. Any science
subject not being offered at the Higher or Advanced Higher level must have been passed at
standard/Intermediate Level 2.
English Language Acceptable Qualifications
Students from the European Union and from overseas not offering GCSE English Language,
are required to have one of the following:
• Grade B or above in the Certificate of Proficiency or Advanced Certificate in English offered by the Cambridge Syndicate
• International English Language Testing Service (IELTS) with an average score of 7.0 and no subtest score below 7.0.
• Grade B or above in International General Certificate of Secondary Education (IGCSE)
We do not normally accept the Test of English as a Foreign Language (TOEFL) qualification,
except in very unusual circumstances.
International Baccalaureate
Students undertaking the International Baccalaureate will be asked to achieve the IB
Diploma with a score of at least 34 points. Subjects to include Chemistry or Biology, plus one
from Chemistry, Biology, Physics or Mathematics and a third rigorous subject at higher level.
Any science not taken at the higher level must be offered at subsidiary level or GCSE. Three
grade 6 passes at IB Higher level and grades of 6,5,5 at subsidiary level are normally
required. Points awarded for the Extended Essay or Theory of Knowledge are not taken into
account.
European Baccalaureate
Applicants must offer Maths ("5 hours" or "8 hours") plus two science options, one of which
must be Chemistry. Overall we require a final result of 78%.
Students not offering GCSE English Language or IELTS 7 should contact the Admissions
Office.
French Baccalaureate
An overall score of 15 is required, including Chemistry and Biology at 15.
German Abitur
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Average grade of 1.3 with a score of at least 13 in Biology and Chemistry.
Other European Qualifications:
Students offering other European school leaving certificates equivalent of A Level standard
are advised to send in a copy of their academic transcript before submitting an application.
Applicants should also refer to the section on acceptable English Language qualifications.
Resit Offers
We normally expect students applying after resitting A Levels to have gained at least grades
of BBB at the first attempt and these grades must be shown on the UCAS application.
Students are required to achieve three grade A passes after three years of A Level study.
Only a limited number of resit applicants are admitted each year.
It is not our policy to re-interview applicants who have been unsuccessful at interview the
previous year. Offers made are only valid for the specified year of intake and no preference
is given to students who fail to meet the entry criteria and then subsequently reapply.
Extenuating Circumstances
We expect entrants' extenuating circumstances to be taken into account by the relevant
examination board at the time of the examination and therefore do not make any additional
allowances for these circumstances when assessing applications or dealing with
examination results. It is the responsibility of schools/colleges to bring extenuating
circumstances to the attention of examination boards. Any evidence of extenuating
circumstances that we require must be sent by post with a covering letter explaining its
relevance. We will not accept evidence submitted via e-mail.
Graduate Applicants
The School of Medicine will consider applications from graduates into Module 1, who hold -
or are expected to attain - an appropriate science (preferably bioscience)-based upper
second-class honours degree. In addition applicants should ensure that they have the
relevant subjects at GCSE and A level as listed. Allowances will be made for those whose A
level grades do not meet the AAB criteria, but have achieved a 2i honours degree in a
Biological Sciences subject. However, we reserve the right to request details from applicants
of the content of their degree course if we have concerns about the A level grades obtained
in specific sciences (e.g. Chemistry). Graduates should also hold at least grade B in GCSE
English Language, Mathematics and the sciences.
Applicants with an upper second-class honours degree in any discipline and an acceptable
GAMSAT score (defined as minimum levels of attainment overall and in individual subtests)
may be considered for entry to the course at Module 2 if they apply for this separately. On
registration they will be granted 120 credits.
Health Foundation Students
The progression to MBCHB is automatic but dependent on students gaining 70% in all
modules. If a student repeats the Health FY for Medicine they are required to achieve 75% in
37
all modules.
Transfers from Other Medical Degree Courses
Transfers will be considered from EU medical schools approved by the General Medical
Council on an individual basis. Transfers are only considered in exceptional circumstances
and it is highly unusual for transfers to be approved. We do not consider applicants who
have failed examinations at other Medical Schools.
Accreditation of Prior Learning (APL) and Accreditation of Prior Certificated Learning
(APCL )
APL and APCL does not apply to the MBChB programme . See Non traditional Applicants
below
Non traditional Applicants
We are pleased to receive applications from non traditional applicants who are taking either
A Levels or a recognised Access to Medicine Course. We expect that the majority of non
traditional applicants will not have been in Higher Education for the last 5 years before
commencing their course. Those applicants with a significant period outside Higher
Education (10 years or more) will be required to show some evidence of recent academic
study. For information on any other qualification you might be undertaking please refer to the
Admissions Manager. We do not see Access to Medicine courses as a suitable substitute for
those with poor A Levels or a poor degree; we will reject applications from students who
have entered Access courses directly from school or university.
The Access to Medicine courses we recognize are those from:
• College of West Anglia (CWA) • Manchester College of Arts & Technology (ManCAT) • Sussex Downs College
International Applicants
Keele University School of Medicine will consider applications from international students
who are overseas for fees purposes. We will have approximately 10 places on the 5-year
MBChB course available for entry in 2009. International applicants should indicate that they
are applying for an international place on their UCAS application.
International students will be subject to the standard admissions procedure which involves
application through UCAS. Short listed candidates are required to attend an interview,
mostly these are held at Keele University Medical School, Staffordshire, UK. Course A101
(Graduate Entry Programme) is not currently open to international students.
All applicants should offer qualifications equivalent to the GCSE and A Level requirements.
Applicants will be expected to provide evidence of the equivalence of their qualifications; this
should be sent directly to the Admissions Office after submitting their UCAS application.
UKCAT
38
United Kingdom Clinical Aptitude Test (UKCAT)
All applicants for entry to Foundation Year or Module 1 should note that as part of the entry
requirements they must undertake the United Kingdom Clinical Aptitude Test in the year of
application. The results from this will contribute to our decision making process. A bursary
system is in operation for candidates requiring assistance, please see www.ukcat.ac.uk
Immunisation Requirements
All applicants who are given an offer of a place must complete a satisfactory health questionnaire, which is sent out to applicants with the offer letter. All required immunisations will take place post registration thorough our Occupational Health Unit.
Students with Disabilities applying for Medicine
Applicants are advised to declare any special needs on the UCAS application form. Applications will then be considered in the usual way. Potential applicants are advised to contact the Admissions Administrator for further advice prior to submitting a UCAS application, so that individual circumstances may be considered.
Keele University welcomes applications from disabled students and strives to provide an appropriate level of support to meet known individual needs. The University is committed to comply with the Disability Discrimination Act (1995), the Special Educational Needs and Disabilities Act (2001) and any guidance issued by the Council of Heads of Medical Schools (Guiding Principles for the Admission of Medical Students 1999) and General Medical Council. We consider applications against the usual academic criteria. However we also take into account any limitations in accordance with the General Medical Council Fitness to Practise requirement that students must meet the standards of competence, care and conduct as laid out in the GMC Good Medical Practice guide (2001). Anyone with a disability wishing to enter medical school is advised to read and reflect on this document.
All applicants holding an offer to study medicine must satisfactorily complete a health questionnaire as part of the condition of their offer to study medicine at Keele University. Applicants must declare a history of mental ill health, but this will not jeopardise a career in medicine unless the condition impinges on professional fitness to practise and is ongoing or likely to recur.
Applicants indicating Dyslexia on their UCAS form should note that they will be expected to supply the University with a copy of their assessment by an Educational Psychologist.
If an application is of a sufficiently good standard, applicants will be invited to attend for interview. No candidate will be offered a place without interview. Following this all successful applicants are sent a health questionnaire and the Occupational Health Unit may invite them to discuss how they manage their disability or condition and what coping strategies they have developed, so that a judgement can be reached regarding their fitness to practise.
Applicants should be aware that whilst appropriate measures can be taken to accommodate particular needs to enable them to study effectively in the theoretical and classroom components of the course, clinical practice placements may require alternative arrangements.
Under the direction of the Director of Student Support, the School of Medicine reviews all
39
students’ general progress regularly and will discuss with them any support issues related to their disability or condition. We operate a Health and Conduct committee as well as a Progress Committee.
If it appears that their condition compromises safety in a clinical setting or that it is unlikely that they will be able to meet the fitness to practise requirements for registration with the General Medical Council, then this will be discussed with them as soon as possible and appropriate guidance and support will be offered. This may result in a referral to the University’s Fitness to Practise Committee, and possibly to them being unable to remain on their current programme.
Keele University has a Student Support Centre who are able to provide advice and support to disabled students. For further information see: www.keele.ac.uk/depts/aa/disabilityservices/ Further information can be found at: Council of Heads of Medical Schools - www.chms.ac.uk/fastuds.html General Medical Council - www.gmc-uk.org
Criminal Record Checks
Medicine, along with some other university courses, is exempt from the Rehabilitation of Offenders Act 1974. You are required to declare any criminal convictions on your UCAS application, regardless of whether they are "spent" under the terms of the Act.
If you apply and are offered a place on this degree programme, you will also be required to apply, through the University, for an Enhanced Disclosure from the Criminal Records Bureau. Students must bring their completed Enhanced Disclosure form to the interview together with photographic identification. Failure to supply photographic evidence on the day of the interview, may result in the candidate being required to revisit the University at a later date.
From November 2010, it will be a requirement under the Vetting and Barring Scheme that all individuals working – or applying to work – with children and vulnerable adults be registered with the Independent Safeguarding Authority (ISA). For students entering the medical course in 2011, therefore, ISA registration will be required. Students who have undertaken voluntary work with children or vulnerable adults will have had to register with the ISA for this work: this registration will be transferable to their medical study, although a registration fee will then be payable.
The University follows the CRB Code of Practice in these issues (see www.crb.gov.uk) and can provide a copy of this Code on request. The University also has a policy on the recruitment of ex-offenders, which will be made available to you should you wish to apply. Please note that having a criminal record is not necessarily a bar to obtaining a place on this course. However, failure to disclose relevant details is likely to result in withdrawal of the offer of a place.
The School reserves the right to ask for further information about any criminal conviction, caution, warning or reprimand. (It may not be appropriate for the school to adopt a blanket position refusing to consider an applicant outright; that is potentially unfair and discriminatory). However, once detailed circumstances are known, an application can be judged against faculty-wide student fitness to practise criteria that would apply once a student is admitted to the School. These have recently been formulated and are thought to
40
be fully compliant with the law and with professional regulatory standards. They include public interest arguments (e.g., relating to child protection and sex offences) whereby a student could be considered a risk to patients and/or the public (including students and staff). This policy document has yet to be ratified, but once it has been passed by Senate and Council will stand as a university-wide position.
Gap Years
If applying for deferred entry, we would expect to see on the UCAS form some indication of how applicants intend to spend the year. The School of Medicine is happy to consider applications from those who want to defer their entry to undertake a medically related project. If applicants decide that they wish to defer entry after they have already submitted their UCAS form, they must write to us to tell us of their change of intention, and at that stage they can outline your plans for the year. We would not usually consider requests to defer entry once examination results have been published.
Professional Requirements
There may be additional requirements as required by the Professional Body (the General
Medical Council) such as fitness to practise. 2010 entry policy is in the programme
specifications and 2010 entry policy is on the website
Transfer routes / exit points
The end award is MBChB (Honours), however, the following Intermediate awards may be
available at appropriate exit points: Certificate of Higher Education in Applied Medical
Sciences; Diploma of Higher Education in Applied Medical Sciences; and BSc Honours
Degree in Applied Medical Sciences. These intermediate awards imply no eligibility for
professional recognition or registration, or fitness to practise.
Intercalated degrees
Undergraduates may suspend their medical degree for a period of 12 months to undertake
either a BSc degree after Module 2 or Module 4 or a Masters degree after Module 4.
Students who wish to intercalate will have passed all their assessments in the preceding two
years and be ranked in the top half of their class overall.
http://www.keele.ac.uk/health/schoolofmedicine/undergraduatemedicalcourse/courseinforma
tion/intercalateddegrees/
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Student support on the MBChB
Pastoral support
Pastoral support will be organised and managed by the Director of Student
Support for the School of Medicine. A team of pastoral tutors are available to
see all students about any problems on confidential basis. The students are
also encouraged to use University and external sources of support. Particular
support is arranged for disabled students and those who are called to
Progress and/or Health and Conduct committees. The tutors are particularly
able to advise and counsel students about the professional demands of a
career in medicine.
Academic and pastoral support is normally provided by:
• PBL tutors: who act as personal tutors for their current group(s)
• Appraisers: who oversee students through the course of the programme and are responsible for appraisal of their professional development
• Peer mentors: students in later years will have mentoring roles for students in earlier years
• Module leaders: will provide support for academic issues related to their module
• Firm tutors: will support students in clinical practice
Additional support is available from:
• Pastoral tutors: who provide additional support at the University campus when necessary
• Year Leaders: who provide additional support at the Hospital campus when necessary
• Senior Tutors: to whom students may be referred by other tutors; students may refer themselves.
• Directors of Undergraduate Studies: who also have disciplinary responsibility
• Keele University provides support, guidance and advice for all its students including:
The Health Centre; Learning Support and Academic Guidance;
Disability Services; English Language Unit; Independent Advice
Unit; Student Support
Learning Resources
The programme has a mixture of academic and clinical experiences and thus
a wide range of learning resources support the programme.
The main teaching hospital in Staffordshire is the University Hospital of North
Staffordshire which is on the same site as the North Staffordshire Combined
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Healthcare NHS Trust which also offers clinical placements. In addition, the
Royal Shrewsbury Hospital (RSH) will be an Associated Teaching Hospital
from 2007, providing teaching hospital facilities in Shropshire. In Modules four
and five approximately 100 students in total will undertake clinical experience
at the Shropshire Development of the School of Medicine on a rotational
basis. Approximately 40 students will undertake clinical placements at the
Mid-Staffordshire NHS Foundation Trust. Additionally, students will have
placements in a range of community and District General Hospital or
Specialist Hospital settings (please see below for further details).
The non-clinical components are based in the School of Medicine building on
Keele campus. This is a very spacious, light and airy building, opened in
September 2003, and includes a large lecture theatre, seminar rooms, IT
laboratory, student common room and social gathering and refreshment areas.
Additionally, there is an anatomy suite comprising a large dissecting room,
several adjoining laboratories and a resource room where exhibits are
displayed to facilitate study. Although most of the material is anatomical, other
disciplines such as pathology are included. There are dissected specimens
(prosections), models, bones, microscopes with histology slides, pathology
pots, posters and CAL material. There are three Multi User Laboratories with
equipment and resources that are mainly for the study of human physiology,
pharmacology and histopathology. The resources range from microscopes for
histology work, to biochemical equipment and facilities for biological
investigations to computerised spirometry and ECG recording. Groups of
networked PCs are available throughout the University, however the largest
groups of open-access PCs (over 200 in total) are available in the Library
Building. Most of these will be found in the in the IT Suite on the first floor. The
computing facilities comprise a laboratory containing 63 PCs with monochrome
printers and scanners. Colour printing may be directed to the library building
machines and collected from there. The PCs run Microsoft Office XP, providing
access to the standard word processing, spreadsheets and database software.
Additional software includes many CAL (computer aided learning) packages.
The suite is networked and has full access to the Internet. In addition, there is a
computer in each of the 12 seminar rooms in the building, and computers in the
Anatomy Suite Resource room and the Multi-user lab. All students have
individual e-mail accounts and a small amount of private file space on the
University fileserver.
At the University Hospital of North Staffordshire the School of Medicine building, which opened in January 2003, contains a lecture theatre, seminar rooms and a student resource room. In addition, there are a range of seminar/meeting rooms strategically placed around the hospital adjacent to wards and other clinical areas to assist in teaching close to or in contact with patients and other professional colleagues. The Student PBL Resource Room contains 15 computers for student use, together with both mono and colour printers, and a photocopier. The PCs are on the Keele network, with
43
full Internet access, and the full range of software including the Microsoft Office suite. There are also PCs in the seminar rooms. Additionally, the programme is also delivered in the Clinical Education Centre, within the University Hospital of North Staffordshire, which opened in September 2004, This houses not only facilities for student doctors, but also incorporates the School of Nursing & Midwifery, and Postgraduate Medical Education. The seminar rooms, extensive clinical skills laboratories, interprofessional Health Library and IT laboratories, not only provide state of the art teaching facilities, but also allow and encourage multi disciplinary learning and team working. This multi professional approach is seen as key to developing the workforce of the NHS. At the Clinical Education Centre, there are three clinical skills laboratories, including resuscitation and paediatric areas, each individually designed to provide a wide range of clinical skills. Additional facilities are the intermediate and advanced skills laboratories. In the IT Suite on the ground floor, adjacent to the Health Library, there are 75 computers for student use, together with scanners and printers. The Library itself has photocopying facilities and 5 computers in a central area, and there are a further 24 computers in the Student Resource Room on the first floor.
University Hospital of North Staffordshire
The University Hospital of North Staffordshire is one of the largest acute Trusts in the country with an annual turnover in excess of £200 million. The hospital serves almost 500,000 people in North Staffordshire and provides a range of specialty services for more than 3,000,000. It employs around 6,700 staff and has over 1,300 beds. In the last financial year the hospital saw more than 77,081 in-patients, 35,942 day cases, 103,545 new outpatient referrals, and 261,031 outpatient follow-up appointments. In total, the Trust handled 130,846 emergency attendances (90,518 came through the Emergency Department, and a further 14,885 via the Walk-in Centre which opened in June 2000). The hospital is based at Hartshill in the City of Stoke-on-Trent, where its two main sites - the City General Hospital (CGH) and the North Staffordshire Royal Infirmary (NSRI) - are less than a mile apart. The hospital is being substantially re-built on the City General Site as part of a major development of healthcare in North Staffordshire, “Fit for the Future”. The plans involve an integrated single-site hospital with high quality modern accommodation, facilities for education and research, new technology, and a 'same day' diagnostic and treatment centre. Between the City General and Royal Infirmary sites, another site accommodates the Central Outpatients Department (COPD), the Central Pathology Laboratory and some other smaller Departments. The Research Laboratories are also on this central site.
The University Hospital Trust provides a full range of acute, clinical and non clinical services, including an extensive range of specialty services such as plastic surgery, paediatric intensive care, neonatal intensive care, diagnostic and interventional cardiac services, neurosciences, and renal medicine. The Trust is also a designated Cancer Centre working in partnership with a network of West Midlands Cancer Units. The Trust is the focus for trauma
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care in the North West Midlands. The Trust is organised on a Divisional and a clinical directorate basis.
North Staffordshire Combined Healthcare NHS Trust.
The North Staffordshire Combined Healthcare Trust provides secondary care mental health services to the population of North Staffordshire as well as some community healthcare services for the elderly. Specialist rehabilitation services for older people and stroke rehabilitation are provided in community hospitals at Bucknall, Longton and Cheadle. These hospitals offer the opportunity for exposure to specialist services such as the stroke service, a multidisciplinary Parkinson's clinic, an incontinence clinic, tissue viability services, as well as day hospital and community rehabilitation. As part of “Fit for the Future”, some of these community services will be developed further on other sites, such as the Haywood Hospital (below)
Harplands Hospital and Community Mental Healthcare services
The Harplands Hospital complex, opened in 2001, is the central facility within the network of psychiatric services in North Staffordshire. The main building houses 120 beds for General Adult and Old Age Psychiatry. The site also accommodates an assessment unit for people with learning disabilities who are also mentally ill, a specialised unit for the treatment and rehabilitation of people with addictions, and a number of other sub-specialty services. In the surrounding district are to be found six centres housing teams of mental health professionals. These teams provide the full range of psychiatric treatments to patients in the community. Designed with strong input from users, they are intended to be easily accessible to people living in local communities. They are each equipped with eight beds, intended to provide continuing care in a less institutional setting for mentally ill people who were initially treated at the Harplands Hospital, as well as respite care and support at times of crisis.
Haywood Hospital
Rheumatology and specialist rehabilitation are provided at the Haywood Hospital, five miles away from the UHNS, in Burslem. The hospital is managed by Stoke on Trent Primary Care Trust and includes in-patient and out-patient facilities, including physiotherapy, hydrotherapy and occupational therapy. On-site diagnostic facilities include plain radiography, ultra sound and Dexa scanning. The Haywood Hospital has been re-built, as part of the Fit for the Future project and opened in September 2009.
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The Shrewsbury and Telford Hospital NHS Trust
The Royal Shrewsbury Hospital (RSH) has a catchment population of 500,000 centred upon the county town of Shrewsbury and supplies services to a large rural population in West Shropshire and neighbouring Powys. RSH currently provides all the acute medical and surgical admissions for this area and provides a comprehensive diagnostic and therapeutic service. It has approximately 507 beds. The Princess Royal Hospital at Telford, opened in 1989, primarily served the population of east Shropshire, while the Royal Shrewsbury Hospital served the western half of the county into mid-Wales. Telford has 360 beds and is situated in over 50 acres of parkland. Following the managerial merger of the two hospitals in October 2003, there has been increased collaborative working with one surgical care directorate and a separate anaesthetic & critical care directorate for the combined trust.
Other NHS Trusts in the county of Shropshire include a Mental Health NHS
Trust, situated in Shrewsbury, and The Robert Jones and Agnes Hunt
Orthopaedic and District Hospital NHS Trust at Oswestry (on the Welsh
border,) containing a spinal injuries and a children’s orthopaedic unit. These 2
hospitals are independent from the recent Shrewsbury and Telford merger.
Mid-Staffordshire NHS Foundation Trust
Mid Staffordshire NHS Foundation Trust operates and manages the two hospitals in Mid Staffordshire – Stafford Hospital and Cannock Chase Hospital. Foundation Trusts have more financial freedom to develop services best suited to local needs, along with greater involvement from patients and the public in deciding what they want from their local hospitals. The Trust provides a wide range of healthcare services – both medical and surgical – for the people of Stafford, Cannock, Rugeley and surrounding areas, with a catchment of over 300,000 people.
Stafford Hospital has a 24-hour Accident and Emergency department, and provides all the acute medical and surgical admissions for the area with a comprehensive diagnostic and therapeutic service. It has 354 inpatient beds. Cannock Chase Hospital is home to the Trust’s impressive elective orthopaedic unit opened in 2002, and is also the base for rheumatology, dermatology and elderly care services. It has a 24-hour nurse-led minor injury unit, an Outpatient Department, 115 inpatient beds and comprehensive rehabilitation facilities.
Community Experience
In all years, there will be opportunities to achieve Learning Outcomes in a variety of sectors. In Module 2 the SSC is largely based in the voluntary sector. At least one fifth of clinical time will be in the Community. Towards the end of Modules 3 and 4 students also have the opportunity to undertake community experience and will undertake an SSC in a community setting. Additionally, in Module 5 students undertake a period of study entitled ‘Medicine in the Community’ which includes experience in primary care, home care and community hospitals Adult, child, mental, women’s and men’s health (following patient pathways).
46
Currently over 50 local practices are involved in teaching students. Here the
students spend time with the doctors, district nurses, and other community health
workers to support their learning around the case being studied in their weekly
Problem-Based Learning Group. They are able to see how illness impacts on the
individual, whole family and community and how it is managed in the community.
In North Staffordshire GP practices are grouped within Primary Care Trusts
[PCTs.]. The University, wherever possible, works with the PCTs to identify
potential teaching practices and co-ordinates this activity with the Workforce
Development Directorate, the Area Director for General Practice and West
Midlands Deanery. This partnership maximises available resources so that
practices can fulfil their teaching ambitions, for example, providing tutor
development and support and identifying any facility development the practice
requires to provide an appropriate learning environment for both medical students
and General Practitioners in training
Library Resources
Library and IT services support student learning by providing:
• Collections of reference and multiple lending copies of textbooks, paper journals, DVDs, CD-ROMs, and videos
• Ready access to electronic resources (online journals and documents, bibliographic and knowledge databases, Internet), both on and off- campus
• Interlibrary loans and copies of journal articles
• Training sessions and enquiry services
There are two principal collections of textbooks and paper journals: the Health
Library, Clinical Education Centre at the University Hospital of North Staffordshire
NHS Trust and the Keele University Library, Keele campus. A third collection will be
located at the Royal Shrewsbury Hospital NHS Trust.
The Health Library
The Health Library is the main library and information resource for Keele’s teaching
and learning activities based at the hospital site. This library is located on the
ground floor of the Clinical Education Centre (opened in October 2004) at the
University Hospital of North Staffordshire NHS Trust (about four miles from Keele
University campus). The Library caters principally for medical, nursing, and
midwifery students, but is open to all university staff and students and is regularly
used by local NHS practitioners.
The Health Library contains more than 30,000 books, small collections of videos
and CD-ROMs, and subscribes to more than 530 medical and healthcare journals.
The Health Library houses lending and reference copies of all books mentioned in
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course Reading Lists. All the Library's resources are included in Keele Library's
web catalogue (http://opac.keele.ac.uk).
Other facilities and services include:
• IT Suite with access to electronic resources
• Four self service photocopiers
• Quiet Study area
• Enquiry desk
• Training sessions (IT Training Room)
• Interlibrary loan and other document delivery services
• Video and CD-ROM players
• Stationery sales, including floppy disks
• Thermal binding service
• OHP and colour-printing services
More information about services and resources can be found on the
Health Library web site (http://www.keele.ac.uk/depts/li/hl/)
Keele University Library (KUL)
KUL is the main library and information resource for campus-based courses and is
located at the centre of the campus in the Information Services building,
overlooking Union Square. It houses some 460,000 books and subscribes to
approximately 2,000 current journal titles.
The main book collection is housed on the first and second floors of the Information
Services building and contains material that can be borrowed for either three weeks
or seven days. There are lending and reference copies of all recommended
textbooks.
Journals are shelved separately from books, in classified subject order, on the
ground floor. Current issues are displayed separately; back issues are shelved on
mobile bookcases. Titles include the BMJ, Student BMJ, Lancet, Medicine, New
England Journal of Medicine, and New Scientist.
Electronic Resources
Many useful resources relating to medicine and health are freely accessible via the
Internet, e.g. PubMed, Cochrane Library, the NHS Centre for Reviews and
Dissemination, Clinical Evidence, BioMed Central, and FreeMedicalJournals.com.
• Keele also offers a growing portfolio of subscription electronic resources, databases, and full-text journals,
48
relating to medicine and health care, e.g. anatomy.tv, AMED, MEDLINE,
PsycINFO, BNI, CINAHL, SportDiscus, Academic Search Elite, and
ScienceDirect. The University provides access to thousands of online
journals, many of which are relevant to medicine and healthcare
Other learning opportunities
An opportunity exists for students at the end of Module 3 to spend two SSC
periods in residence at Yale University on a summer intern programme,
attending classes and doing research into a topic focused on ethics and
health policy. The programme is directed by Dr Worthington, to whom
students should apply with expressions of interest at or before the start of
Semester 1, Module 3.
Entry is competitive; interviews are held at Keele in late September or early
October.
Elective placement
The elective period is in Module 5.
The objectives of the elective periods are to explore fields of medical practice:
• of particular interest to a student.
• in a different health setting.
• that a student feels has been inadequately covered for their own needs by the course.
It is envisaged in most cases then the student will spend the unit at a distant
location - possibly overseas. However, subject to previous satisfactory
performance, the period will offer maximum flexibility. Students will be
encouraged to study any topic of their interest that has relevance to medicine.
This could include an attachment to primary care or community facilities such
as hospices; all hospital specialities; academic medicine undertaking a period
of research; public health; management or other less usual areas such as
alternative medicine. Overall support and supervision is provided by the
Module 5 leader as well as individual tutors. This period may be used for
directed study if the student has been found to be unsatisfactory in
assessments in Phase 4, in order to allow successful completion of
assessments in time to allow graduation at the end of Module 5.
Quality management and enhancement
Every module is made up of a number of units each lasting between 4-8
weeks. Each of the units is delivered by staff from a variety of academic
departments throughout the university, as well as from the School of Medicine
and clinical staff.
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Module leads
Themes
Unit leads
Supporting structures [delivery]
Curriculum development
meetingsSupport team
Strategic support
EvaluationStudent
Support
External stakeholder
reporting structures:
liaison meeting
(main trust providers),
partnership forum
Faculty Dean
Head of school
Directors*
Faculty University
Supporting structures [assessment]
CSG SMT
SLTCAssessment
team
Ethics
committeePlacements
group
Marketing and
Recruitment
group
Placements
group
Marketing and
Recruitment
group
Admissions
committee
Skills lab
user group
Wednesday, November 25, 2009
Page 1
Curriculum Planning
Director of
Undergraduate
Programmes
Curriculum
Planning
responsibility
CSG has ultimate responsibility for curriculum
planning
51
52
Quality management
The evidence base informing Quality Management decisions comprise:
• GMC accreditation
• Evaluation by students and still
• Standards of achievement by student and career success of graduates
• Evaluative data from relevant committees
• External Examiner reports
• Pattern of attrition
• The number of successful completers of the programme
• Management information accessed by CARD process
Quality review.
Evaluation results, feedback and School response
The programme is monitored and reviewed as outlined in the MBChB evaluation strategy
flowchart below. This gives students and staff a regular opportunity to express their views
and to read the school response and action plan.
Participation
Student participation in focus groups is voluntary, but completion of questionnaires is very
strongly encouraged. Students will be reminded of their responsibility to participate in
education evaluation, as identified in the Medical School Charter.
Confidentiality
Focus group participation is confidential. This is to be made clear to all participants and
written consent to participate is sought at the start of the focus group. All data collected
either by questionnaire or focus group will always be anonymised.
Web-based questionnaires
The medical school use web-based questionnaires to provide both quantitative and
qualitative data.
Focus groups
Focus groups are used predominantly with the initial first year Keele curriculum cohort
Results
The final evaluation report and School response is tabled for Student Staff liaison
Committee, School Learning and Teaching Committee and Undergraduate Course
Committee. The relevant part of the evaluation and School response is posted on KLE and
students advised.
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Evaluation process flowchart
Evaluation Team to liaise with module leaders
about evaluation requirements
Evaluation Team to draft evaluation questions
after consultation
Evaluation Team to share with module leaders
and amend as necessary
SMT to approve content
Module leads to timetable, Learning Technology Manager to set up questionnaire, Education Office and QA
co-ordinator to arrange implementation of appropriate method – questionnaire/ focus groups
Implementation of Evaluation
EO&QA co-ordinator to collate results,
arrange transcription of focus groups
Evaluation Team to analyse
results
Year leaders to analyse
results
Year Leaders to document
main outcomes,
Evaluation Team to present to module leaders
Evaluation Team to
document main outcomes
Evaluation Team to feedback to school
Evaluation Team compiles report and sends to
SMT for school response
Evaluation report and school response posted on
appropriate site and school and student body
advised
Evaluation report and response tabled at staff
student liaison committee and response fedback
Action plan created in light of
evaluation outcomes
Evaluation report and response tabled at School
Undergraduate Course Committee
Action plan disseminated to
staff
Action points to be reviewed in
subsequent evaluations
Year leaders to analyse
results
Year Leaders to document
main outcomes
Validated curriculum
Keele 2007 curriculum
1st and 2nd cohorts
Keele 2007 curriculum subsequent cohorts
Placement feedback to be
analysed
Placement feedback to be
analysed
EO&QA co-ordinator to disseminate results
collated by year administrators
All reports, data and school response sent to
EU&QA co-ordinator to be placed in evaluation
repository
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Student representation in the management of the programme.
Every MBChB student has a regular opportunity to give feedback on the course and are
appraised of the school response and action plan resulting from their, and staff, input. In
addition to this each module cohort will annually elect a student module representative that
will liaise with the module leads about issues and concerns as well as representing their
module at the thrice-yearly Staff/Student Liaison Committee.
Keele University School of Medicine has its own Staff/Student Liaison Committee which meets three times a year.
The Committee is composed of: - the Head of School - the Director of Undergraduate Programmes - the Director of Academic Undergraduate Studies - the School Business Manager - and staff and student representatives from each of the 5 years of the course.
The Committee is chaired by one of the student representatives and is administered by our Administrator for Student Support and Progress.
The principles of programme design
The MBChB programme described in this document has been drawn up with reference to , and in accordance with the guidance set out in the following documents: Indicators of Programme Quality will include:
• Learning and teaching strategy 2007 – 2010, Keele University, 2007
• Keele assessment strategy, Keele University 2008
• Faculty of health learning and teaching strategy 2007 – 2010 – Keele University – 2007
• Program specification template template code on undergraduate, Keele University, 2009
• The framework for higher education qualifications in England, Wales and Northern Ireland, quality assurance agency for higher education, 2006
• Guidelines pairing program specifications, quality assurance agency for higher education, 2006
• Tomorrow’s doctors 2009, GMC
• Compliance with Keele University’s Quality Policy (for more information see: http://www.keele.ac.uk/depts/aa/qao/qamanual/index.htm
• Medical students code on professional values and fitness to practice, GMC March 2009
• Good medical practice, GMC 2006
Date on which programme specification was written or revised
June 2010
